- “The future of this form awaits its participants who truly believe that the application of sequential art, with its interweaving of words and pictures, could provide a dimension of communication that contributes—hopefully on a level never before attained—to the body of literature that concerns itself with the examination of human experience.”—Will Eisner, Comics and Sequential Art (p. 141) Do you think that graphic novels contribute to the body of literature that concerns itself with the examination of human experience? If so, please use one of the books read in class to support your answer. If you disagree, please use one of the books read in class to support your answer.
- Consider, for a moment, some of the reasons educators are encouraged to embrace graphic novels—and, to a lesser extent, comic books—as a teaching tool. Graphic novels are said to:
- scaffold students for whom reading and writing are difficult (Bitz, 2004; Frey & Fisher, 2004; Morrison, Bryan, & Chilcoat, 2002);
- foster visual literacy (Frey & Fisher, 2008);
- support English language learners (Ranker, 2007);
- motivate “reluctant” readers (Crawford, 2004; Dorrell,1987);
- and provide a stepping stone that leads students to transact with more traditional (and presumably more valuable) forms of literature.
Which of the claims do you agree with? Please explain why. If you disagree…guess what? You will have to explain why. You have to respond to at least 2 of the points.
- Please respond to both Do you agree? Do you disagree? Does your answer depend on the book being read? Use examples from the books that you have read in class to support your answers.
“I think all of us have taken away just as much from like our graphic novel reading experience as we have from our classroom reading experience. Maybe more. And I think . . . there’s just as much substance to graphic novels as there is to just regular literature, and I don’t think teachers realize that.”
“For my teaching goals, I want to include literature that will do at least one of three things— preferably all of them at once: encourage students to read, teach something, and broaden the reader’s world view and encourage critical thinking. I do not believe that graphic novels do these things. First, there simply is not enough text to make me believe that it significantly encourages reading.”
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